Educação ambiental e sustentabilidade em uma abordagem STEAM no contexto do ensino médio

• Ano de defesa: 2025
• Autor(a) principal: Costa, Carla Xavier da
• Orientador(a): Terçariol, Adriana Aparecida de Lima
• Banca de defesa: Terçariol, Adriana Aparecida de Lima , Gitahy, Raquel Rosan Christino , Roggero, Rosemary , Teixeira, Rosiley Aparecida , Higuchi, Agnaldo Keiti
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Gestão e Práticas Educacionais
• Departamento: Educação
• País: Brasil
• Palavras-chave em Português: abordagem STEAM; educação ambiental; sustentabilidade; ensino médio
• Palavras-chave em Inglês: STEAM approach; environmental education; sustainability; high school
• Palavras-chave em Espanhol: enfoque STEAM; educación ambiental; sostenibilidad; enseñanza media
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/3812

This dissertation is linked to the Professional Graduate Program in Management and Educational Practices (PROGEPE) at Universidade Nove de Julho (PROGEPE- UNINOVE), specifically to the Research and Intervention Line "Learning Methodology and Teaching Practices" (LIMAPE). The object of study of this research is the analysis of the use of the STEAM approach integrated into Environmental Education and Sustainability in the context of High School. From this object, the following concerns emerged, which motivated and guided the development of this research: What does the BNCC (Common National Curricular Base) contain that directs STEAM in High School classes? Is it possible to create interdisciplinarity connecting different tools and areas? In this moment of great technological advancement, is it possible to integrate STEAM, Environment, and Sustainability, fostering the achievement of the SDG 2030 goals? How to integrate STEAM with Environment and Sustainability within the Science curriculum? What difficulties are faced in developing lessons based on a STEAM approach combined with Environmental Education and Sustainability? Faced with this research problem, it was possible to determine the general objective: to analyze the use of the STEAM approach integrated into Environmental Education and Sustainability, articulated with the Natural Sciences curriculum in the context of High School. The present research adopted a qualitative approach and was conducted through intervention-research. The research universe was defined as three school institutions: one private, one public, and one ETEC, each located in a different city with distinct student populations. The participants in this research totaled 81 high school students from these three different schools, whose age group ranged from 15 to 19 years old. Data collection methods included questionnaires, participant observation, and a focus group. The study was carried out within the scope of the project "Creative and Sustainable Robotics in the Development of Professional and Technological Education Integrated into High School: Potentiating Projects in a STEAM Approach," approved by the Basic Education Research Program (PROEDUCA) by FAPESP/SEDUC. In this dissertation, the focus was on analyzing the use of the STEAM approach integrated into Environmental Education and Sustainability in the context of High School, adopting the construction of a Terrarium from a STEAM perspective as a pedagogical proposal. The theoretical foundations were based on several authors, including Adriana Terçariol, José Manuel Moran, Lilian Bacich, among others. The results indicated that the STEAM approach proved highly effective in promoting student engagement, demonstrating greater interest and proactivity in understanding complex sustainability topics through practical and investigative activities. Students' perception was notably positive regarding interdisciplinarity and the applicability of acquired knowledge, reinforcing the relevance of this methodology for competence development and environmental awareness. It is concluded that the STEAM approach offers a promising path for teaching Environmental Education and Sustainability, enabling young people to connect different areas of knowledge and act more actively in building a sustainable future. The findings suggest the need to encourage the implementation of these practices in schools and serve as a basis for future research exploring the application of STEAM in different contexts and educational levels.